Kohti ylikulttuurista mediakasvatusta

Minna Koponen

Tutkimustuotos: VäitöskirjaCollection of Articles


The aim of this dissertation research was to produce new media pedagogical information for the growing need of digitalizing, culturally diversifying and internationalizing higher education. The main purpose of the research was to develop particularly a transcultural perspective on media education, testing various media pedagogical interventions in transcultural media literacy progress, as well as examining the effects of autobiographical methods on transcultural media pedagogy, and transcultural media literacy development.

The main research question was: What kind of media education is needed in a transcultural learning context? The question was examined in three different sub- studies, including (1) an international master’s program with the sub-question—what kind of transcultural media competence should be taught? (2) a pedagogy for young people with the sub-question—what kind of pedagogy enhances the development of transcultural media literacy? and (3) an autobiographical methodology with the sub-question—what autobiographical methods contribute to the development of transcultural media literacy?

Transcultural media literacy and media pedagogy have been scarcely examined in the context of higher education. Research that identifies as media education research has been conducted very little in the higher education context. The higher education context research has focused more on how different digital media and applications can be used in learning and teaching. Research is often not identified as research on media competency or media literacy but rather as research to promote the learners’ scientific content skills.

This dissertation’s research results demonstrated that autobiographical methods make it possible to incorporate the potential that springs from the socio-cultural perspectives of individuals into higher education pedagogy. Additionally, making the transcultural media literacy of individuals visible is possible through autobiographical means. Various media pedagogical interventions are central to the progression of this competence and are based on media biographical self-expression and autobiographical productivity. This is evidenced by self-reflection based on autobiographical methods in learning and teaching.

During this dissertation research, a functional reference framework for transcultural media education was developed to support transcultural media pedagogy. This framework could be further advanced and tested, especially in teacher education. Furthermore, the framework’s development in diverse educational contexts can provide information for media education more broadly. On a practical level, the framework could offer new pedagogical opportunities for the development of teaching and learning, where competence growth is based on the individual.
KustantajaTampere University
ISBN (elektroninen)978-952-03-1733-1
ISBN (painettu)978-952-03-1732-4
TilaJulkaistu - 2020
OKM-julkaisutyyppiG5 Artikkeliväitöskirja


NimiTampere University Dissertations - Tampereen yliopiston väitöskirjat
ISSN (painettu)2489-9860
ISSN (elektroninen)2490-0028

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